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  • 1. SW745: SOCIAL WORK ADMINISTRATION: STRATEGIC MANAGEMENT AND CHANGE LEADERSHIP SYLLABUS, Spring 2006 San Diego State University School of Social Work Dr. Tom Packard Ph. 594-6723 E-mail: Hepner Hall 135 Web site: Office Hours: Monday 11:15-12:00, 1:00-3:30; other times by appointment I. PURPOSE AND DESCRIPTION This course is the second in a two-course sequence for students specializing in social work administration. This specialization is designed for students with some experience in social work. MSW graduates in this specialization will be equipped to assume positions as supervisors, middle managers of small agencies, or staff workers such as analysts or program specialists. Course objectives focus on two closely interrelated dimensions: analytical skills (e.g., conceptual and diagnostic skills) and application skills. The course will address both of these on each topic. This is based on the belief held by many managers and organizational consultants that managers must be able to both think and execute if they are to be effective. Students will be encouraged to think from an organizational perspective - looking at systems dynamics and the functioning of the organization as an entity - and to think like managers and leaders, with a broad perspective and an emphasis on both results and process. Also emphasized will be the importance of an action research perspective: action should be preceded by data collection and analysis. A contingency approach will be a common theme: there is no "one best way" to lead or manage; effective behavior depends on analysis of situational contingencies and action grounded in that analysis. On each topic, students will be encouraged to look for key elements or principles leading to effective administration and organizational performance. These can then be used in the future to guide administrative behavior. Finally, students will be encouraged to integrate concepts and class experience with knowledge and experiences from their field practicum and from other classes in an attempt to develop a comprehensive perspective or "world view." An overriding course theme will be organizational learning: how administrators and staff acquire and transfer knowledge to make their organizations more thoughtful, purposeful, responsive, and, ultimately, maximally effective. The first semester will address program design and core managerial processes and techniques such as management information systems, financial management, and human resource management. The second semester will focus on strategic management, leadership, organizational change management, and supervision. Both practice courses include attention to ethics and values issues and diversity and discrimination. SW 740 emphasizes race and ethnicity; and 745 emphasizes gender issues including sexual harassment, sexual orientation, and 1
  • 2. age and disability concerns. Both courses include attention to ethics and values issues. Teaching methods will include discussion (including applications to the field), lecture, videos, guest speakers, and experiential activities. Students will be expected to be able to list and discuss key points of assigned readings at each class session. II. OBJECTIVES At the completion of the course, students will be able to: Knowledge: A. identify organizational issues related to sex discrimination, sexual harassment, homophobia, ageism, and ableism and suggest ways to counteract them B. describe elements of a culturally competent organization C. list and describe key principles of leadership effectiveness D. describe different leadership styles and contingencies for their use E. describe commonly used change technologies and principles of organizational change F. describe criteria for effective organizational and management processes and assess an agency with reference to these criteria Skills: G. develop a strategic plan for an organization H. develop a marketing plan for an organization I. effectively lead an organizational task group or program J. identify an organization's problems amenable to organizational change and develop a viable change plan Values and Ethics: K. articulate key ethical and value issues affecting human service organizations and suggest ways to manage them III. OUTCOMES 2
  • 3. After completing this course, the student will be able to: C accurately assess the organization=s environment and internal strengths and weaknesses and develop appropriate strategies to further growth and development of the organization C effectively lead a program, unit, or organizational task group C implement appropriate and effective strategies to improve operations or processes in an organization C use principles of diversity to help make an organization more culturally competent and increase its use of and valuing of diverse employees C behave according to the Social Work Code of Ethics and related humanistic values IV. TEXTBOOKS AND READINGS Allison, M. & Kaye, J. (2005). Strategic Planning for Nonprofit Organizations, 2nd ed. New York: John Wiley & Sons. Proehl, R. (2001). Organizational Change in the Human Services. Thousand Oaks, CA: Sage Publications. Carlson, M. & Donohoe, M. (2003). The executive director's survival guide: Thriving as a nonprofit leader. San Francisco: Jossey-Bass. Austin, M. and Hopkins, K., Eds. (2004). Supervision as Collaboration in the Human Services. Thousand Oaks, CA: Sage Publications. Edwards, R., Yankey, J., & Altpeter, M. (Eds.), (1998). Skills for Effective Management of Nonprofit Organizations. Washington, DC: NASW Press. Reprints at Electronic Course Reserve and Blackboard. V. COURSE ASSIGNMENTS A. Management Audit: Each student will write an 11 - 13 page paper consisting of a management audit of the student's practicum agency. Use the form at Blackboard. This will be due on February 27 and will be worth 26% of the course grade. B. Organizational Change Plan: Each student will write a 10 -13 page paper consisting of a change plan based on problems or needs identified in the management audit. Use the attached format. This will be due on April 10 and will be worth 27% of the course grade. 3
  • 4. C. 360-degree feedback: Each student will write a 10 -14 page paper based on designated instruments and feedback to assess her or his leadership style. Follow the instructions attached to the syllabus. This paper is due on May 8 and will be worth 27% of the course grade. Papers will be graded on their responsiveness to the assignment as covered in the syllabus and attachments. Each paper should be typed and double-spaced, with numbered pages. Staple the upper left corner and do not include a cover or binding. Use 1" margins and 12-point type font, and APA format. Additional grading factors are: Content: accurate, comprehensive, documented appropriately Persuasiveness: points are adequately supported Appropriateness & feasibility: ideas are viable Creativity: ideas and connections among themes are creative and insightful Organization, completeness, coherence & clarity: different elements are appropriately sequenced and connected; thoughts are stated specifically Sentence structure, grammar, & spelling: sentences convey meaning clearly & grammatically, no fragments or run-on sentences; writing is free of errors Style: interesting, imaginative use of language; tone suitable to purpose & audience Written feedback will not be provided on deficiencies in style, grammar, etc. If you are weak in any of these areas, consult William Strunk & E. B. White's The Elements of Style, an editor, or a similar source. Also feel free to read Edwards, Ch.15 for guidelines on writing. Any paper may be submitted early for preliminary feedback and rewriting. Late papers will have the grade lowered one step (e.g., from B to C) for each week they are late. Work incomplete at the end of the semester will receive an F unless prior arrangements are made. NOTE: If you want the final paper returned, provide a stamped self-addressed envelope at the final session. D. Participation: Students will be expected to be able to list, discuss, and critique key points of assigned readings at each class session to demonstrate mastery of the material. Ratings of class participation will be based largely upon students' demonstrations of knowledge and understanding of readings as reflected in comments, reactions, and questions; reactions to assigned discussion questions; comments which show connections among different concepts and issues; comments connecting the classroom to actual practice (e.g., examples at internships); listening and non-judgmental attitudes; and group process and nonverbal behaviors. All of these behaviors are relevant in an administrative setting and reflect administrative skills. The following standards will be used: A: Consistent, active involvement without dominating; high level of knowledge and insight; comments are on topic; efficient use of air time; interacts with, refers to comments of, and/or draws out other students, class norms followed B: Regular involvement; good level of knowledge and insight; comments are on topic; class norms followed 4
  • 5. C: Occasional comments; usually on topic D: Rare comments, usually on topic, norms not followed F: No participation, or participation always off topic, norms not followed Participation will be worth 10% of the course grade. E. Attendance: Attendance at all of each session is expected. Absences will detract from the attendance grade. It will help to speak to the instructor if you miss all or part of a class due to illness or another unavoidable commitment. Talking to fellow students about missed material and discussions and then writing a brief summary (handwritten is OK) of material or activities missed will help make up for missing a session. The following standards will be used, with pluses or minuses as needed: A: No absences B: One absence D: Two absences F: Three or more absences Any combination of two significantly late arrivals and/or early leaving may count as one absence. Class attendance will be worth 10% of the course grade. F. Overall Grading Criteria: Grades will be based on criteria and standards of the Graduate Bulletin and the School of Social Work Grading Policy documented in the Graduate Student Handbook. (See the School of Social Work website for a copy of the Graduate Student Handbook: http://www- As can be seen from those definitions of letter grades, summarized below, “A” grades are for truly outstanding work and are likely to be rare. A: work that not only demonstrates excellent mastery of content, but also shows that the student has a) undertaken complex tasks, b) applied critical thinking skills to the assignment, and/or c) demonstrated creativity in her or his approach to the assignment. The degree to which the student demonstrates these skills determines whether he/she receives an A or an A-. B+: work that is judged to be very good. This grade denotes that a student has demonstrated a more-than-satisfactory understanding of the material being tested, and has exceeded expectations in the assignment. B: work that meets the basic requirements of the assignment. It denotes that the student has done satisfactory work on the assignment and meets the expectations of the course. B-: performance was less than satisfactory on an assignment, reflecting only moderate grasp of content and is below expectations. 5
  • 6. C: reflects a minimal grasp of the assignments, poor organization of ideas and/or several significant areas requiring improvement. C- to F: a failure to meet minimum standards, reflecting serious deficiencies in a student’s performance on the assignment. Grades for each of the above factors are entered into a spread sheet with the values of A=12, A- =11, B+=10, B=9, B-=8, etc. Final grades use the same number equivalents. NOTE: Students may be asked to bring in documents (e.g., strategic plans) from their internships for analysis and discussion. Confidentiality will be observed. VI. COURSE TOPICS AND READINGS You are encouraged to bring to class copies of ALL readings done for a session to refer to during discussions and activities as needed. NOTE: BB = document is at the course Blackboard site. The ECR password is “worker.” NOTE: Prior to each session, students are expected to have prepared draft notes in response to the discussion questions included in the syllabus. Responses to these questions in class will be part of the participation grade. SESSION DATE TOPICS AND READINGS 1 1-23 Overview, plans for the course, personal visions 2 1-30 Cultural competence, diversity issues in the workplace; the management audit Measuring Diversity: A Strategy for Organizational Effectiveness ECR Sixteen Commonly Asked (and Unasked) Questions About Cultural Diversity ECR Sexual Harassment ECR Breaking the Glass Ceiling BB The Americans with Disabilities Act & Inclusive Personnel & Empl. Policy ECR The Reality of the Impact of Older Workers and Eldercare in the Workplace ECR Working it Out: What Managers Should Know about Gay Men, Lesbians, and Bisexual People and their Employment Issues ECR Austin & Hopkins, Ch. 5 Edwards et al, Ch 10: Advancing Women in the Managerial Ranks Conceptual Frameworks/Models, Guiding Values and Principles available at A Guide to Planning and Implementing Cultural Competence Organizational Self Assessment available at Criteria for the Quality of Working Life BB 6
  • 7. Management Audit for 745 BB OPTIONAL: The Management Audit as a Teaching Tool in Social Work Administration in Journal of Social Work Education, Winter 2000, 36(1), 39-52. BB 3 2-6 Strategic Planning: Mission and Vision Allison & Kaye, Chs. 1-3 Edwards et al, Ch 21: Planning and Managing Strategically (optional) BRING your internship agency's mission and vision statements and strategic plan, if any. 4 2-13 Strategic Planning: Assessment & Strategy Development Allison & Kaye, Chs. 4-5 CASE: Jefferson Hospital 5 2-20 Strategy Implementation, Marketing, Social Enterprises NOTE: This class will be student self-directed learning: instructor will be out of town at a conference. Allison & Kaye, Chs. 6-8 Strategy Formation: Beyond Strategic Planning at Demystifying Marketing ECR Marketing Audit BB Marketing Worksheets BB Competition Analysis BB Social Enterprise Typology at (pp. 1- 23 required) Growing with an Entrepreneurial Mindset ECR Edwards, Ch. 6: Media Relationships and Marketing 6 2-27 Organizational Change: Overview MANAGEMENT AUDIT PAPER DUE Proehl, Chs. 2, 5, 6 Essential Elements for Managing Complex Change ECR Force Field Analysis Example BB Change Technologies BB Organization Development BB Employee Attitude Surveys as an Action Research Tool BB Problem Solving Groups for Organizational Change BB Team Building BB Role Clarification BB 7
  • 8. Transition Management BB Business process Reengineering: go to; also go to their links for Introduction to Business Process Reengineering, Selecting a methodology for business process reengineering, and Reengineering Success Factors. Cause and Effect Diagram Showing Potential Causes of High No-Show Rate ECR Flowchart Showing Process of Psychological Testing ECR Edwards, Ch. 25: Managing for Quality Edwards, Ch. 24: Selecting and Using Consultants (Optional) 7 3-6 Organizational Change: Change model, initiation Proehl, Chs. 7-9 CASE: Marian Health Center BB Spring Break: March 13- 19 8 3-20 Organizational Change: Implementation Proehl, Chs. 10, 11, 13; Epilogue OPTIONAL: Innovative Approaches to Managing with Less, available at: CASE: Management Comes to Mosaic County NOTE: Before next class, fill out and score the Personal Style Inventory (ECR). Email your Totals for I, E, N, S, T, F, P, and J to the instructor by March 22. 9 3-27 Leadership: Change management, 360 degree feedback Carlson & Donohoe, Chs. 9, 18, 19 Edwards, Ch. 2: Building the Capacity to Lead Innovation (optional) The Leadership Style Indicator ECR Leadership Style Indicator Description Summary ECR Getting the Most out of Your LSI Feedback ECR Personal Style Inventory ECR National Network For Social Work Managers Leader and Manager Competency Model BB 10 4-3 Comprehensive Exam: No class 11 4-10 Leadership: Context and foundations ORGANIZATIONAL CHANGE PLAN PAPER DUE Carlson & Donohoe, Chs. 1-5 8
  • 9. The Leadership Challenge ECR 12 4-17 Leadership: Perspectives and applications Carlson & Donohoe, Chs. 6, 11, 13-15 Remember the Titans BB Remember the Titans Worksheet BB 13 4-24 Supervision 1: Fundamentals Austin & Hopkins, Chs. 1, 3, 4, 8, 12 14 5-1 Supervision 2: Advanced Austin & Hopkins, Chs. 13, 14, 15, 18 Dealing with your Subordinates ECR 15 5-8 Values & ethics, synthesis Austin & Hopkins, Ch. 9 Leadership Ethics ECR Statement of Values and Code of Ethics for Nonprofit and Philanthropic Organizations, available at: CASE: Episcopal Community Services BB ECS in U-T: Summary 2002 BB ECS Case Response ECR Ethical Issues and Opportunities in Government ECR 360 DEGREE FEEDBACK PAPER DUE 9
  • 10. MANAGEMENT AUDIT To complete the management audit data collection, gather necessary data from your field instructor or others at your internship. You and your field instructor should each do an audit independently, followed by a discussion. Indicate on the form the final ratings by yourself and your field instructor. NOTE: Put your scores and the field instructor scores on the same form. In other words, use only one copy of the form. Append this to your paper. The paper should be 10-13 pages in length. Use 1-2 paragraphs to provide an overview of the agency or program selected and your place within it. Mention the number of employees, annual budget, and years in existence. Attach an organization chart to the paper. Then, organize your paper based on the headings in the audit form. Comment on key strengths and weaknesses in each section. Note any prior or current efforts to address any of them. Use examples to illustrate particularly strong or weak areas. The use of course concepts will help demonstrate your ability to apply knowledge (citations are not necessary). In a final section, answer the following questions. What are your overall impressions? What are the areas of strength? What are the weak areas? How do things fit together (e.g., do any of the weak areas seem connected, or are there any that may affect each other?)? Are there serious misalignments or problems? What needs attention most urgently? 10
  • 11. ORGANIZATIONAL CHANGE PLAN Develop a plan for an organizational change initiative to address a weak area identified in the Management Audit. Principles of organizational change and leadership covered in readings and class should be used as appropriate. Citations of tactics, techniques, or change interventions should be used to support your plan. The paper should be 9-13 pages in length. Begin with a section summarizing the organizational setting for the change plan and briefly describing the problem to be addressed and the change goal. Refer to your coverage of this in the Management Audit. Complete out Exercise 8.1 (pp. 113-114 in Proehl). Include your scores in the Appendix. Comment briefly on these scores: what are your current strengths and assets as a change agent, and what areas would you like to develop to become more skilled? Then, apply The Eight-Step Change Management Model in Proehl (see below), addressing all of the questions on p. 90, using the eight steps (see below) as section headings. As part of Step 1, use a Force Field Analysis (Proehl, pp. 123-124, 80-82; course reprint). Include this in the Appendix and comment upon it in the text of the paper. 1. Creating a sense of urgency: external forces, force field analysis, internal indicators, high performance standards, share data (e.g., management audit, employee survey) 2. Building the coalition for change: people with credibility, power, interest, informal leaders; formal group e.g., steering committee, task forces; cross-functional representation from all levels (“diagonal slice”); communication systems 3. Clarifying the change imperative: problems, visions, resources needed, written contract including outcomes, legitimacy, communicating the vision 4. Assessing the present: strengths, obstacles, organizational readiness 5. Developing a plan for change: strategies, processes, activities, short-term successes 6. Dealing with the human factors: communication; resistance; involvement of staff; new skills, knowledge, & attitudes; incentives 7. Acting quickly and revising frequently: quick results, timetables, involvement, monitoring, institutionalization 8. Evaluating and celebrating the change: assessing results, celebration, rewards 11
  • 12. 360-DEGREE FEEDBACK This assignment is designed to enable you to assess your current leadership effectiveness as seen by yourself and a few people who know your work (at the internship or a current or past work setting). Please note that you will not be graded in any way on the substance of the feedback, but only on your thoroughness in collecting and analyzing data, summarizing results, connecting themes with course concepts and theories, and developing a viable action plan for further development. Also please note, for yourself and others, that forms should be filled out anonymously and returned to you for averaging of scores and analysis. Normally, such forms are sent directly to the consultant overseeing the process, but this is not possible here due to the uniqueness of the assignment. Encourage all respondents to check the appropriate boxes in a way that their handwriting will not be recognizable and to provide narrative comments in printed form. If anyone is at all uncomfortable with this process, do not include them. If you have serous problems gathering data, see the instructor as soon as the problem begins to develop. Let each potential respondent read these instructions and call or e-mail the course instructor with any questions or concerns. Indicate your data sources without identifying information, e.g., current or former field instructor, current or former supervisor or subordinates, current or former colleagues, etc. The Leadership Style Indicator: This is a 2-page form at the Electronic Course Reserve. Five copies are included. Fill out one on yourself. Choose potential respondents (you should have at least four respondents besides yourself). Usually this will be your field instructor and 3 or more people who know your work well. You may also have other students or colleagues at your internship or job fill them out. If you supervise people, or have in the past, ask your supervisees fill out a form. If you want to have more sources, make additional copies of the form for them. Distribute the copies of the form to respondents and agree upon a deadline for them to return them anonymously to you. When you give them the form, let them look at the definitions in the reprint ABehavioral Examples of LSI Adjectives@. Make copies of this for your respondents to use if you like. After the forms are returned, total the frequencies for scores of all respondents but yours and put these next to your own scores. Use "Leadership Style Indicator Description Summary" as the format. Put this summary in the Appendix. Summarize the written comments, grouping them by themes and looking for emphasis, patterns, or connections. Add your own observations related to the feedback if you like. Use the reprints "Getting the Most out of Your LSI Feedback" and APositive Leadership Style Characteristics@ to guide your discussion. National Network for Social Work Managers Leader and Manager Competency Model Comprehensive Listing: Download this from Blackboard. You only need to do Section II: Personal Skills Cluster, but the others are included because this is an excellent list of overall management competencies you may want to review, now or in the future. If you like, choose other competencies to include in this assessment. Have your field instructor rate you and rate yourself on each competency. You may recall that you and your field instructor filled out an assessment form using these competencies in the fall. It should be useful to consult this prior filling out the form for the 360 assessment. You can discuss in your paper any progress you have made, or areas for further development. 12
  • 13. Personal Style Inventory: This will be scored and discussed in class. Include your results and analysis of your profile in this paper. Note how strengths and growth areas which emerged in this discussion compare with other pieces of the 360 degree feedback. Overall Analysis and Development Plan: Analyze the data using concepts and theories covered in class and readings (use citations with specific page numbers) and summarize the findings, noting strengths and opportunities for growth or new experiences. Refer to the results of the different pieces of data, and note any relationships, patterns, or connections. What new insights, if any, did you get from the results? How do your perceptions compare with other raters? Are there any important trends? Use specific examples to illustrate points as possible. You may also include any feedback or discussions you have had with your field instructor as data in this analysis and goal setting process. List three development goals for yourself as a leader and prepare a personal development plan (activities and timelines for the accomplishment of each goal). (Questions in the development plan are from executive View 360 []). It is not necessary to explain in the paper the instruments or how they were administered. The paper should be 10-14 pages in length. You are strongly encouraged to visit the instructor to review the results if you have any questions or concerns regarding the meaning or implications of the data. 13
  • 14. VII. BIBLIOGRAPHY Gender and Diversity Issues Affila: Journal of Women and Social Work Daly, A., (Ed.) (1998). Workplace diversity: Issues & perspectives. Washington, D.C.: NASW Press. Igelhart, A. (2000). Managing for diversity and empowerment in social services. In Patti, R. (Ed.), The handbook of social welfare management. Thousand Oaks, CA: Sage Publications. Poverny, L. (2000). Employee assistance practice with sexual minorities. Administration in social work. 23 (3/4). 69-91. Singer, T. (1995). Sexual harassment. In R. Edwards (Ed.), Encyclopedia of social work (19th ed., pp. 2148-2157). Washington, DC: NASW Press. Planning & Strategy Allison, M. & Kaye, J. (2005). Strategic Planning for Nonprofit Organizations, 2nd ed. New York: John Wiley & Sons. Alter, K. (2004) Social enterprise typology. Virtue Ventures, LLC, retrieved from, Jan. 12, 2006. Brinckerhoff, P. (2000). Social entrepreneurship: The art of mission-based venture development. New York: John Wiley & Sons. Bryson, J. (2004). Strategic Planning for Public and Nonprofit Organizations (3rd ed). San Francisco: Jossey-Bass, Inc. Dees, G., Emerson, J. & Economy, P. (2001). Enterprising nonprofits: A toolkit for social entrepreneurs. New York: John Wiley & Sons. Dees G., Emerson, J. & Economy, P., Eds. (2002). Strategic tools for social entrepreneurs: Enhancing the performance of your enterprising nonprofit. New York, NY: John Wiley & Sons. Kaplan, R. & Norton, D. (2001). The strategy-focused organization: How balanced scorecard companies thrive in the new business environment. Boston: Harvard Business School Press. Massarsky, C. & Beinhacker, S. (N.D.) Enterprising nonprofits: Revenue generation in the nonprofit sector. Yale School of Management -The Goldman Sachs Foundation 14
  • 15. Partnership on Nonprofit Ventures. Retrieved from National Center for Nonprofit Enterprise, Moore, M. (1995). Creating public value: Strategic management in government. Cambridge, MA: Harvard University Press. Oster, S., Massarsky, C., & Beinhacker, S., Eds. (2004). Generating and sustaining nonprofit earned income: A guide to successful enterprise strategies. San Francisco: Jossey-Bass. Marketing Brinckerhoff, P. (1998). Mission-based marketing. San Francisco: Jossey-Bass. Campagne Associates. Marketing for the Nonprofit Organization. Ewing, M., Ed. (2001). Social marketing. New York: The Haworth Press. Herron, D. (1997). Marketing nonprofit programs and services. San Francisco: Jossey-Bass. Journal of Nonprofit & Public Sector Marketing Kotler, P. & Andreasen, A. (2003). Strategic Marketing for Non Profit Organizations (6th Edition). Upper Saddle River, NJ: Prentice Hall. McLeish, B. (1995). Successful marketing strategies for nonprofit organizations. San Francisco: Jossey-Bass. Nonprofit and Voluntary Sector Marketing (journal) Stern, G. (2001). Marketing workbook for nonprofit organizations. Volume I: develop the plan. St. Paul: Amherst Wilder Foundation. Stern, G. (2001). Marketing workbook for nonprofit organizations. Volume II: mobilize people for marketing success. St. Paul: Amherst Wilder Foundation. Leadership Aviolo, B. & Bass, B. (2002). Developing potential across a full range of leadership: Cases on transactional and transformational leadership. Mahwah, NJ: Lawrence Erlbaum Associates. Bargal, D. (2000). The manager as leader. In Patti, R. (Ed.), The handbook of social welfare management. Thousand Oaks, CA: Sage Publications, 303-319. 15
  • 16. Bennis, W. & Goldsmith, J. (2003). Learning to lead: A workbook on becoming a Leader. New York: Basic Books. Bennis, W., Spreitzer, G., & Cummings, T., eds. (2001). The future of leadership. San Francisco: Jossey-Bass. Buckingham, M. & Coffman, C. (1999). First, break all the rules. New York: Simon & Schuster. Buckingham, M. & Clifton, D. (2001). Now, discover your strengths. New York: The Free Press. Carlson, M. & Donohoe, M. (2003). The executive director's survival guide: Thriving as a nonprofit leader. San Francisco: Jossey-Bass. Cohen, A. & Bradford, D. (2005). Influence Without Authority, 2nd Ed. San Francisco: Jossey- Bass. Connerley, M. & Pederson, P. (2005). Leadership in a diverse and multicultural environment. Thousand Oaks. CA: Sage Publications. Covey, S. (1990). Principle-centered leadership. New York: Simon & Schuster. Dym, B. & Hutson, H. (2005). Leadership in nonprofit organizations. Thousand Oaks, CA> Sage Publications. Giber, D., Carter, L., Goldsmith, M. (Eds.), (1999). Linkage Inc.'s best practices in leadership development handbook. San Francisco: Jossey-Bass. Gummer, B. & Edwards, R. (1995). The politics of human services administration. In Ginsberg, L. & Keys, P., New management in human services (2nd ed.). Washington, DC: NASW Press. Hesselbein, F. & Cohen, P. (Eds.) (1999). Leader to leader: Enduring insights from the drucker foundation's award-winning journal. San Francisco: Jossey-Bass. Hesselbein, F., Goldsmith, M., & Somerville, I., eds. (2002). Leading for innovation. San Francisco: Jossey-Bass. Hesselbein, F. & Johnson, R., eds. (2002). On high-performance organizations. San Francisco: Jossey-Bass Inc. Hudson, M. (2005). Managing at the leading edge. San Francisco: Jossey-Bass. Kotter, J. & Heskett, J. (1992). Corporate culture and performance. Boston: Harvard Business School Press. 16
  • 17. Kouzes, J. & Posner, B. (2002). The leadership challenge (3rd ed.). San Francisco: Jossey-Bass Inc. McCauley, C. & Van Velsor, E., (Eds.). (2003). The center for creative leadership handbook of leadership development, 2nd Ed. San Francisco: Jossey-Bass Inc. Moxley, R. (2000). Leadership and Spirit: Breathing New Vitality and Energy into Individuals and Organizations. Jossey-Bass: San Francisco. Nanus, B. & Dobbs, S. (1999). Leaders who make a difference: Essential strategies for meeting the nonprofit challenge. San Francisco: Jossey-Bass. Non-Profit Management and Leadership (journal) Northouse, P. (2004). Leadership: Theory and practice, 3rd ed. Thousand Oaks, CA: Sage Publications. Riggio, R. & Orr, S. (2004). Improving leadership in nonprofit organizations. San Francisco, CA: Jossey-Bass. Tichy, N. (1997). The leadership engine. New York: Harper Collins. Ulrich, D., Zenger, J., & Smallwood, N. (1999). Results-based leadership. Boston: Harvard Business School Press. Yukl, G. (2001). Leadership in organizations, 5th ed. Englewood Cliffs, NJ: Prentice-Hall. Zenger, J. & Folkman, J. (2002). The extraordinary leader. New York: McGraw-Hill. Organizational Change Anderson, D. & Ackerman Anderson, L. (2001). Beyond change management. San Francisco: Jossey-Bass Inc. Austin, M. (Ed.) (2004). Changing welfare services: Case studies of local welfare reform programs. Now York: The Haworth Press. Bargal D. & Schmid, H. (1992). Special issue: Organizational change and development in human service organizations. Administration in social work, 16, (3/4). Collins, J. (2001). Good to great: Why some companies make the leap… and others don’t. New York: HarperBusiness. 17
  • 18. Eadie, D. (1997). Changing by design. San Francisco: Jossey-Bass Inc. Gardner, J. & Nudler, S. (1999). Quality performance in human services. Baltimore: Paul H. Brooks Publishing Co. Gummer, B. and McCallion, P. (Eds.). (1995). Total quality management in the social services: Theory and practice. Albany, NY: Rockefeller College Press. Hammer, M. & Champy, J. (1993). Reengineering the Corporation. New York: HarperBusiness. Kotter, J. (1996). Leading Change. Boston: Harvard Business School Press. Light, P. (2004). Sustaining nonprofit performance. Washington, DC: The Brookings Institution. Osborne, D. & Gaebler, T (1992). Reinventing government: How the entrepreneurial spirit is transforming the public sector. Reading, MA: Addison-Wesley. Osborne, D. & Plastrik, P. (2000). The reinventor's fieldbook. San Francisco: Jossey-Bass. Packard, T, (2000). The Management audit as a teaching tool in social work administration, Journal of social work education. 36(1), 39-52. Proehl, R. (2001). Organizational Change in the Human Services. Thousand Oaks, CA: Sage Publications. Rae, A. & Nicholas-Wolosuk, W. (2003). Changing agency policy: An incremental approach. Boston: Allyn & Bacon. Senge, P. (1990). The fifth discipline. New York: Doubleday Currency. Supervision Austin, M. and Hopkins, K., Eds. (2004). Supervision as Collaboration in the Human Services. Thousand Oaks, CA: Sage Publications. Dolgoff, R. (2005). Introduction to Supervisory Practice in Human Services. Boston: Allyn & Bacon. Kadushin, A. & Harkness, D. (2002). Supervision. New York: Columbia University Press. Shulman. L. (1995). Supervision and consultation. In R. Edwards (Ed.), Encyclopedia of social work (19th ed., pp. 2373-2379). Washington, DC: NASW Press. NOTE: Readings on ethics are included in the Bibliography for SW 740. 18
  • 19. Revised January 2006 19